SWBAT demonstrate understanding of algebraic arithmetic and properties of polynomials through review activities.

Notes and understanding both in a jumble? These activities will help sort out algebraic operations and identities.

10 minutes

I generally try to make sure my students know what to expect in terms of content, testing protocols (like individual or team, multiple choice or free response, etc.) because I believe that otherwise I'm testing their ability to adapt to different kinds of tests as much as their understanding of the content and skills. They learn that this test will either be with a partner who will be randomly assigned at the beginning of the test tomorrow, or they can opt to take the test solo. I tell them that there are no formulas to memorize but that they should be able to create and apply Pascal's triangle (up to 20 rows) and should be able to utilize polynomial identities (like finding Pythagorean Triples). I ask if there are any questions about the test format, then say that they will have most of the class period to review. This is too broad for some students so I help those who need to "chunk" their materials for easier review. For this unit I would put all the polynomial division work together, including graphing, the Remainder Theorem and finding zeros since they all require the same basic content knowledge and skill set. I would put binomial expansion into a separate category with Pascal's Triangle, and put the polynomial identities and Pythagorean triples together. I would include the closure lessons for polynomial and rational expressions as a final chunk.

45 minutes

This is less structured than some review lessons, but because I am trying to help them prepare for life after high school, when you are rarely handed a study guide, this is important. To make my expectations clear I say that each student should be individually organizing his/her notes, reviewing previous work and practicing. Collaboration is allowed only if the students can stay on task and both support and challenge each other. **(MP1)** While they're reviewing I walk around offering support and assistance as needed.

If you want a more directed review, you might assign teams of students to prepare review/practice questions for the class for each section of study. **(MP2) **Allow ten to fifteen minutes for this part of the review, then allow the class as a whole to try to answer these questions. **(MP1)** Hold the preparers accountable for determining correct answers, with yourself as final arbiter.

5 minutes

To wrap up this review session I ask my students to write at least two things they will do before the exam to prepare and I specifiy that this question is not about eating, sleeping, etc., it's about what additional studying they will do. I also ask them to write why are those things important to them? I explain in my Reviewing video why I think these are important questions for my students to consider before taking an exam, and about how important it is for students to identify their own learning and study style.